Comparison of Blended and Lecture Teaching Methods on Satisfaction in Introduction to Clinical Medical Sudents (Pathophysiology Level)

Background: An important stage in medical training is pathophysiology level. There is a question among medical teachers that conventional methods of teaching is sufficient for learning. There is a purpose among teachers to find a way to improve the quality of medical teaching. The aim of this study was to compare lecture and blended methods to each other. Methods: 121 medical students of Mashhad University of medical science in this quasi-experimental study were enrolled. These students had selected kidney pathophysiology course in the academic year 2016. The teachers randomly divided into two groups as lecture group and blended group. Finally, the student’s satisfaction was assessed with in the two groups were evaluated. The questionnaire assessed by Likert scale. The data were analyzed through INSTAT software using ttest. Results: According to questionnaire results students believed that the blended method leads to more interest to class (62%), better knowledge per durability (72.8%), better relationship between teachers and students (58.7%), better explanation (68.6%), and more friendly atmosphere of class (47.1%). Conclusions: According to the results of this study blended teaching method increased students satisfaction. This method can be used in teaching kidney physiopathology.